PRACTICE ASSESSMENT DOCUMENT

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "PRACTICE ASSESSMENT DOCUMENT"

Transcription

1 BSc (Hons) Nursing Studies / Registered Nurse Field: PRACTICE ASSESSMENT DOCUMENT Student Name: Guidance Tutor (GT): GT Tel No: Submission Dates First submission: Second submission: GT GT Group Number: Base Trust: Practice Placement Facilitator: 1 1

2 VERIFICATION PAGE to be completed by anyone who signs this document SURNAME FIRST NAME DESIGNATION LOCATION SIGNATURE MENTOR ID (if applicable Year one: Any assessment should only be completed by a registered nurse, or where appropriate a registered professional competent in the skill or aspect of competency in which the student is being assessed. Any professional completing any aspect of the documentation should have undergone training and development that has enabled them to be competent to support and assess students. 2

3 EVIDENCE DEVELOPMENT OPPORTUNITIES YEAR 1 Spoke report Spoke report Team Assessment of Performance in Practice (TAPP) Total Client Care Assessments (TCC) Patient Assessment Questionnaire (PAQ) HUB EXPERIENCE ONE SPOKE ONE SPOKE TWO HUB EXPERIENCE TWO Skills Passport OSCE Skills Passport Safe Medicate Formative 3

4 ASSESSMENT GUIDANCE Any individual who signs within this document must complete the verification section on page 2. At the start of any practice learning experience the student and mentor should carefully study the content of this document. This should include a review of the students overall progress and any previous practice assessment and development plans. At any point the mentor or student may contact the Guidance Tutor for additional support or clarification. An initial interview between mentor and student should be conducted within the first week of any hub or spoke learning opportunity and documented in the appropriate section. This interview should consider learning opportunities (including the collection of evidence), goals and expectations. Evaluation of progression criteria can take place throughout the practice experience. Prior to the evaluation the student should collect and identify relevant evidence. Evaluation of student performance in individual competencies is formative and should take place towards the end of the final hub experience in year one. In the final week of the first hub experience and the spokes the student and mentor should complete the relevant formative report. If the student is failing to make the required progress or any other areas of concern are identified at any point during the practice experience, contact MUST be made with the Guidance Tutor or PPF. The student must be made aware of any concerns as soon as possible. Glossary of terms & evidence (year one): PAD - Practice Assessment Document. All associated evidence should be documented within your PAD and stored within your PPDF. PPDF - Personal and Professional Development File. The PPDF is the file in which you store your record of learning, development and achievements in university and in practice. Potential evidence for triangulation with observed student Performance (examples are given for each progression criteria/competency on their associated page): PAQ - Patient Assessment Questionnaire TAPP - Team Assessment of Performance in Practice report TCC - Total Client Care assessment OSCE - Objective, Structured, Clinical Examination report Safe Medicate - report Skills Passport - evidence of session attendance Structured reflection - template available in the PPDF Documented discussion with mentor - template available in the PPDF Witness Testimony report - template available in the PPDF Module assessments Final hub experience - specific guidance: During the final week the summative assessment of the students overall performance should occur. This will involve the completion of the appropriate summative assessment form Other forms of relevant evidence that may be identified by mentor or student 4 By the end of the year student ability in ALL progression criteria listed within this document must be evaluated. See pass/fail criteria on the following page and the student and mentor guides for year one for additional information and guidance.

5 PASS FAIL CRITERIA YEAR 1 COMPETENCY SCALE Levels of Practice The students overall performance in the main hub clinical setting will be assessed on a pass/fail basis by the students mentor at the end of the final hub visit. The initial visit to the hub and both spokes are formatively assessed. Mentors within the spoke areas should complete the appropriate spoke reports and aid the student to develop evidence to illustrate they are achieving progression criteria. They may, if they wish, assess individual progression criteria providing the student is in agreement and appropriate evidence can be provided. MEETS EXPECTATIONS FOR REGISTRATION Accomplished Skilled Demonstrates capability for independent practice and often exceeds expectations Demonstrates capability for independent practice ACHIEVED (year 2/3 only) Mentors should triangulate evidence from a variety of tools and sources to aid and inform the assessment of progression criteria, competency and the students overall performance. The final decision to pass or fail a student at the end of the second visit to the hub remains with the students identified mentor. BORDERLINE FOR REGISTRATION Supported Needs occasional direct supervision or support BY THE END OF THE YEAR THE STUDENT MUST ACHIEVE ALL YEAR ONE PROGRESSION CRITERIA. The student may be identified as failing for the following reasons : The student fails to act with professionalism, integrity and/or within recognised ethical and legal frameworks. The student is unable to practise safely or demonstrate an awareness of their own limitations. The student fails to achieve the identified progression criteria by the end of year one. The student fails to provide appropriate evidence. NEEDS DEVELOPMENT FOR REGISTRATION Assisted Dependent Needs regular direct supervision or support Needs constant direct supervision or support Criteria for Appraisal of Competence Adapted from Bondy, K. N. (1983) Criterion-referenced definitions for rating scales in clinical evaluation. Journal of Nursing Education, 22(9);

6 Patient Safety PROGRESS YEAR 1 Professionalism Progression Criteria Tick box when Achieved Professional Values P5 A3 Associated Competency Tick when Evaluated Communication and Interpersonal Skills P6 P7 P10 A7 B1 P1 B2 P12 B7 Nursing Practice and Decision Making P8 P9 C6 P11 P4 C7 P2 C8 P3 C9 Professional Values P13 P17 A1 P14 P15 A2 Communication and Interpersonal Skills P16 B8 Leadership,Management and Team Working P18 D4 6

7 7 YEARLY ATTENDANCE RECORD

8 MENTOR / STUDENT CHECK LIST HUB EXPERIENCE 1ST VISIT 1. Pre placement contact 2. Orientation to practice area 3. Initial interview 4. Mid point formative assessment Clinical area: 5. Summative assessment Mentor: Dates: From: To: 8

9 HUB INITIAL INTERVIEW 1ST VISIT This interview should be completed within the first week. A learning plan should be developed and documented below The aims of the interview are to discuss expectations and identify learning opportunities including the collection of evidence. The student and mentor should set goals. Please summarise details of this interview below. The student should review progress towards the end of the experience and before the formative assessment Learning plan & goals: Mentor signature: Student signature: Date: 9

10 10

11 FORMATIVE ASSESSMENT END OF 1ST HUB VISIT Student s Name: Intake: Student reflection on progress and self assessment Mentor / Educator signature: Mentor comments on progress and areas for development Student signature: Date: Additional Action Plan required? (please circle): No Yes For further guidance on Action Planning see the reverse of this sheet. If an additional Action Plan is required the students Guidance Tutor and/or the PPF should be contacted for support. 11

12 Criteria Actions / Resources No additional Action Plan required Is identified as working successfully towards all of the agreed learning outcomes /progression criteria/ competencies. No remedial action is necessary; to continue as per original learning plan Is working successfully towards most of the agreed learning outcomes /progression criteria/ competencies in the practice setting. However needs development in the identified area listed on the action plan. Inform GT/PPF of action plan status and arrange meeting as required Identify the specific learning outcome /progression criteria/ competency that needs development in an agreed action plan Identify how opportunities and evidence will be provided. Regularly review the action plan Additional Action Plan required Is not progressing as required to meet the agreed learning outcomes/ progression criteria/competencies. Failure to reach the appropriate level in these areas by the end of the identified practice experience will result in the student failing the placement and the associated module to which this period of practice is attached. (See the practice placements website for the action plan template) Arrange a tripartite meeting with GT and seek support from practice learning team Identify specific learning outcomes/progression criteria/ competencies that need development in an agreed action plan Identify criteria for success and identify how opportunities and evidence will be provided Instigate regular meetings between the mentor and student and provide regular feedback to the Guidance Tutor (See the practice placements website for the action plan template) 12

13 MENTOR / STUDENT CHECK LIST 1. Pre experience contact with clinical area SPOKE EXPERIENCE ONE 2. Orientation to practice area 3. Initial interview 4. Spoke Feedback Clinical area: Mentor: Dates: From: To: 13

14 SPOKE VISIT INITIAL INTERVIEW This interview should be completed within the first few days. A learning plan should be developed and documented below The aims of the interview are to discuss expectations and identify learning opportunities including the collection of evidence The student and mentor should set goals. Please summarise details of this interview below The student should review progress towards the end of the spoke experience and before the formative assessment Spoke learning plan & goals: Mentor signature: Student signature: Date: 14

15 SPOKE REPORT: PART 1 Student s Name: Intake: Student reflection on progress and self assessment Mentor comments on overall progress and areas for development * Mentor signature: Student signature: Date: 15 * Please provide more detailed comments on specific achievements and progress towards progression criteria on the following page

16 SPOKE REPORT: PART 2 Student s Name: Intake: Please provide additional comments on student performance, progress, achievements in the following two areas, for further guidance look at the progression criteria and related competencies at the end of this document. Patient Safety Professionalism 16 Mentor signature: Date:

17 MENTOR / STUDENT CHECK LIST SPOKE EXPERIENCE TWO 1. Pre experience contact with clinical area 2. Orientation to practice area 3. Initial interview 4. Spoke Feedback Clinical area: Mentor: Dates: From: To: 17

18 SPOKE VISIT INITIAL INTERVIEW This interview should be completed within the first few days. A learning plan should be developed and documented below The aims of the interview are to discuss expectations and identify learning opportunities including the collection of evidence The student and mentor should set goals. Please summarise details of this interview below The student should review progress towards the end of the spoke experience and before the formative assessment Spoke learning plan & goals: Mentor signature: Student signature: Date: 18

19 SPOKE REPORT: PART 1 Student s Name: Intake: Student reflection on progress and self assessment Mentor comments on overall progress and areas for development * Mentor signature: Student signature: Date: 19 * Please provide more detailed comments on specific achievements and progress towards progression criteria on the following page

20 SPOKE REPORT: PART 2 Student s Name: Intake: Please provide additional comments on student performance, progress, achievements in the following two areas, for further guidance look at the progression criteria and related competencies at the end of this document. Patient Safety Professionalism 20 Mentor signature: Date:

21 MENTOR / STUDENT CHECK LIST HUB EXPERIENCE 2ND VISIT 1. Pre visit contact 2. Orientation to practice area 3. Initial interview 4. Mid point formative assessment Clinical area: 5. Summative assessment Mentor: Dates: From: To: 21

22 HUB INITIAL INTERVIEW 2ND VISIT This interview should be completed within the first week of returning to the hub. A learning plan should be developed and documented below The aims of the interview are to discuss any new expectations and identify further learning opportunities including the collection of evidence Consideration should be given to the students mid point assessment at the end of the first hub visit, the spoke placement reports and overall progress The student and mentor should set goals. Any progression criteria that still need achieving should be the focus of the learning plan. consideration should be given to what learning strategies and resources will be utilised to achieve these targets Please summarise details of this interview below Learning plan & goals: Mentor signature: Student signature: Date: 22

23 SUMMATIVE ASSESSMENT 2ND HUB VISIT Student s Name: Intake: Strengths demonstrated: Areas for development: Shows professionalism, integrity and works within recognised ethical and legal frameworks Delete as appropriate Yes No Is able to practise safely and has an awareness of own limitations Yes No Has achieved all progression criteria and has provided appropriate evidence Yes No Summative assessment: (any NO indicates a fail) PASS FAIL If student has failed please provide additional comments over the page Mentor / Educator signature: Development plan (to be completed with the student): Student signature: Date: 23

24 RECORD OF STUDENT FAILURE To be completed by the mentor if the student has failed Please indicate areas for concern and the associated competencies RECORD OF VARIANCE Please record a detailed rationale where a decision has been made to mark a competency as achieved when the available evidence would suggest non-achievement. Or the student has not achieved a competency despite evidence to the contrary. Mentor / Educator signature: Student signature: Mentor / Educator signature: Student signature: Date: Date: 24

25 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY PROFESSIONAL VALUES * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P5. Demonstrates an understanding of how to work within legal and professional frameworks and local policies to safeguard and protect people, particularly children, young people and vulnerable adults. Student documentation of evidence for review Associated Competency: A3 All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health. 25

26 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Discussion with mentor Structured reflection FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: A3 All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health. Level of practice Level of support Signature & Date: ESSENTIAL SKILLS 11.1 Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations Accomplished Skilled Supported and often exceeds expectations Needs occasional direct Assisted Needs regular direct Dependent Needs constant direct Evidence Reviewed: 26

27 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY PROFESSIONAL VALUES * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P6. Is able to recognise, and work within, the limitations of their own knowledge and skills and professional boundaries, understanding that they are responsible for their own actions. Student documentation of evidence for review Associated Competency: A7 All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal. 27

28 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: A7 All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal. Level of practice Level of support Signature & Date: ESSENTIAL SKILLS 1.2 Works within limitations of the role and recognises own level of competence 15.1 Accepts delegated activities within limitations of own role, knowledge and skill 18.6 Knows and accepts own responsibilities and takes appropriate action Accomplished Skilled Supported Assisted and often exceeds expectations Needs occasional direct Needs regular direct Dependent Needs constant direct Evidence Reviewed: 28

29 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY COMMUNICATION AND INTERPROFESSIONAL SKILLS * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P7. Demonstrates the ability to listen, seek clarity, and carry out instructions safely P10. Recognises signs of aggression and takes appropriate action to keep themselves and other safe Student documentation of evidence for review Associated Competency: B1 All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs. 29

30 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: B1 All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs. Session attendance - de-escalation / skills passport Level of practice Level of support Signature & Date: ESSENTIAL SKILLS 6.3 Always seeks to confirm understanding Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty Follows instructions and takes appropriate action, sharing information to minimise risk 19.1 Recognises signs of aggression and responds appropriately to keep self and others safe Accomplished Skilled Supported Assisted Dependent and often exceeds expectations Needs occasional direct Needs regular direct Needs constant direct Evidence Reviewed: 30

31 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY COMMUNICATION AND INTERPROFESSIONAL SKILLS * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P1. Demonstrate safe, basic, person-centred care, under supervision, for people who are unable to meet their own physical and emotional needs Student documentation of evidence for review 31 Associated Competency: B2 All nurses must use a range of communication skills and technologies to support person-centred care and enhance quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to make informed choices and share decision making. They must recognise when language interpretation or other communication support is needed and know how to obtain it.

32 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) Team Assessment of Performance in Practice (TAPP) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY:B2 All nurses must use a range of communication skills and technologies to support person-centred care and enhance quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to make informed choices and share decision making. They must recognise when language interpretation or other communication support is needed and know how to obtain it. Level of practice Level of support Signature & Date: ESSENTIAL SKILLS 2.1 Takes a person-centred, personalised approach to care 5.4 Provides person centred care that addresses both physical and emotional needs and preferences Accomplished Skilled Supported and often exceeds expectations Needs occasional direct Assisted Needs regular direct Dependent Needs constant direct Evidence Reviewed: 32

33 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY COMMUNICATION AND INTERPROFESSIONAL SKILLS * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P12. Demonstrates safe and effective communication skills, both orally and in writing Student documentation of evidence for review Associated Competency: B7 All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language. 33

34 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Patient Assessment Questionnaire (PAQ) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: B7 All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language. Total Client Care Assessment (TCC) Level of practice Level of support Signature & Date: ESSENTIAL SKILLS 3.3 Uses ways to maximise communication where hearing, vision or speech is compromised 6.1 Communicates effectively both orally and in writing, so that the meaning is always clear 6.2 Records information accurately and clearly on the basis of observation and communication 6.3 Always seeks to confirm understanding 6.4 Responds in a way that confirms what a person is communicating 6.5 Effectively communicates people s stated needs and wishes to other professionals Accomplished Skilled Supported Assisted Dependent and often exceeds expectations Needs occasional direct Needs regular direct Needs constant direct Evidence Reviewed: 34

35 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY NURSING PRACTICE AND DECISION MAKING * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P8. Uses and disposes of medical devices safely under supervision according to local and national policy, reporting any incidents or near misses P9. Understands and works within the laws governing health and safety at work. Demonstrates safe manual handling techniques, and understands how nurses can help reduce the risk of infection, including effective hand washing P11. Safely and accurately carries out basic medicines calculations Student documentation of evidence for review 35 Associated Competency: C6 All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, and the use of medical devices and equipment. The nurse must be able to evaluate their use, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes.

36 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) Team Assessment of Performance in Practice (TAPP) Safe medicate / Authentic World FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: C6 All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, and the use of medical devices and equipment. The nurse must be able to evaluate their use, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes. Level of practice Level of support Signature & Date: 36 ESSENTIAL SKILLS 18.2 Reports safety incidents regarding service users to senior colleagues 18.3 Under supervision assesses risk within current sphere of knowledge and competence 18.4 Follows instructions and takes appropriate action, sharing information to minimise risk 18.5 Under supervision works within legal frameworks to protect self and others 20.1 Safely uses and disposes of medical devices under supervision and in keeping with local and national policy and understands reporting mechanisms relating to adverse incidents 21.1 Follows local and national guidelines and adheres to standard infection control precautions 24.1 Adheres to local and national guidelines on dress code for prevention and control of infection, including footwear, hair, piercing and nails 24.3 Wears appropriate clothing for the care delivered in all environments 30.2 Follows food hygiene procedures in accordance with policy 33.1 Is competent in basic medicines calculations relation to tablets, capsules, liquids, injections including unit dose, sub and multiple unit dose and SI unit conversion Accomplished Skilled Supported Assisted Dependent and often exceeds expectations Needs occasional direct Needs regular direct Needs constant direct Evidence Reviewed:

37 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY NURSING PRACTICE AND DECISION MAKING * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P4. Is able to recognise when a person s physical or psychological condition is deteriorating, demonstrating how to act in an emergency and administer essential first aid Student documentation of evidence for review Associated Competency: C7 All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe. 37

38 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance OSCE feedback / score sheet FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: C7 All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe. Level of practice Level of support Signature & Date: ESSENTIAL SKILLS 9.1 Responds appropriately when faced with an emergency or a sudden deterioration in a person s physical or psychological condition including seeking help from an appropriate person Accomplished Skilled Supported and often exceeds expectations Needs occasional direct Assisted Needs regular direct Dependent Needs constant direct Evidence Reviewed: 38

39 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY NURSING PRACTICE AND DECISION MAKING * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P2 Meets people s essential needs in relation to safety and security, wellbeing, comfort, bowel and bladder care, nutrition and fluid maintenance and person hygiene, maintaining dignity at all times. Student documentation of evidence for review Associated Competency: C8 All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. They must promote self-care and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves. 39

40 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Total Client Care Assessment (TCC) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: C8 All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. They must promote self-care and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves. Level of practice Level of support Signature & Date: ESSENTIAL SKILLS 5.4 Provides person centred care that addresses both physical and emotional needs and preferences 30.1 Reports to an appropriate person where there is a risk of meals being missed Accomplished Skilled Supported and often exceeds expectations Needs occasional direct Assisted Needs regular direct Dependent Needs constant direct Evidence Reviewed: 40

41 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PATIENT SAFETY NURSING PRACTICE AND DECISION MAKING * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P3 Seeks help where people s needs are not being met, or they are at risk Student documentation of evidence for review Associated Competency: C9 All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse 41

42 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: C9 All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse Level of practice Level of support Signature & Date: ESSENTIAL SKILLS 11.1 Acts within legal frameworks and local policies in relation to safeguarding adults and children who are in vulnerable situations 17.1 Recognises when situation are becoming unsafe and reports appropriately 19.2 Assists others or obtains assistance when help is required 30.1 Reports to an appropriate person where there is a risk of meals being missed Accomplished Skilled Supported Assisted and often exceeds expectations Needs occasional direct Needs regular direct Dependent Needs constant direct Evidence Reviewed: 42

43 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PROFESSIONALISM - PROFESSIONAL VALUES * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P13 Displays a professional image in their behaviour and appearance, showing respect for diversity and individual preferences P17 Practises honestly and with integrity, applying the principles of The code: Standards for conduct, performance and ethics for nurses and midwives (2008) and the Guidance on professional conduct for nursing and midwifery students (2009) Student documentation of evidence for review 43 Associated Competency: A1 All nurses must practise with confidence according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. They must be able to recognise and address ethical challenges relating to people s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions.

44 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: A1 All nurses must practise with confidence according to The code: Standards of conduct, performance and ethics for nurses and midwives (NMC 2008), and within other recognised ethical and legal frameworks. They must be able to recognise and address ethical challenges relating to people s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions. Level of practice Level of support Signature & Date: ESSENTIAL SKILLS 1.1 Articulates the underpinning values of The code: Standards for conduct, performance and ethics for nurses and midwives (2008) 1.3 Promotes a professional image 3.1 Demonstrates respect for diversity and individual preference, valuing differences, regardless of person view 4.3 Adopts a principled approach to care underpinned by the code (NMC, 2008) 11.3 Uses support systems to recognise manage and deal with own emotions 14.1 Works within the Code (NMC, 2008) and adheres to Guidance on professional conduct for nursing and midwifery students. (NMC, 2010) 17.2 Understands and applies the importance of rest for effective practice 18.1 Under supervision, works within clinical governance frameworks Accomplished Skilled Supported Assisted Dependent and often exceeds expectations Needs occasional direct Needs regular direct Needs constant direct Wears appropriate clothing for the care delivered in all environments Evidence Reviewed:

45 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PROFESSIONALISM - PROFESSIONAL VALUES * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P14. Demonstrates respect for people s rights and choices P15. Acts in a manner that is attentive, kind, sensitive, compassionate and non-discriminatory, that values diversity and acts within professional boundaries Student documentation of evidence for review Associated Competency: A2 All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access to care. 45

46 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Patient Assessment Questionnaire (PAQ) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: A2 All nurses must practise in a holistic, nonjudgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access to care. Level of practice Level of support Signature & Date: 1.4 Shows respect for others ESSENTIAL SKILLS 1.5 Is able to engage with people and build caring professional relationships 3.2 Engages with people in a way that ensures dignity is maintained through appropriate use of the environment, self and skills and adopting an appropriate attitude 4.1 Demonstrates an understanding of how culture, religion, spiritual beliefs, gender and sexuality can impact on illness and disability 4.2 Respects people s rights 5.1 Is attentive and acts with kindness and sensitivity 5.2 Takes into account people s physical and emotional responses when engaging with them Accomplished Skilled Supported Assisted Dependent and often exceeds expectations Needs occasional direct Needs regular direct Needs constant direct Interacts with the person in a manner that is interpreted as warm, sensitive, kind and compassionate, making appropriate use of touch 5.5 Evaluates ways in which own interactions affect relationship to ensure that they do not impact inappropriately on others Evidence Reviewed:

47 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PROFESSIONALISM - COMMUNICATION AND INTERPERSONAL SKILLS * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P16 Understands the principles of confidentiality and data protection. Treats information as confidential, except where sharing is required to safeguard and protect people Student documentation of evidence for review Associated Competency: B8 All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for confidentiality 47

48 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) Total Client Care Assessment (TCC) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: B8 All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for confidentiality Level of practice Level of support Signature & Date: Accomplished and often exceeds expectations ESSENTIAL SKILLS 7.1 Applies the principles of confidentiality 7.2 Protects and treats information as confidential except where sharing information is required for the purposes of safeguarding and public protection 7.3 Applies the principles of data protection 8.1 Seeks consent prior to sharing confidential information outside of the professional care team, subject to agreed safeguarding and protection procedures 11.2 Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty. Skilled Supported Assisted Dependent Needs occasional direct Needs regular direct Needs constant direct Evidence Reviewed: 48

49 SUMMATIVE ASSESSMENT OF PROGRESSION CRITERIA PROFESSIONALISM - LEADERSHIP, MANAGEMENT AND TEAMWORKING * Sign in the appropriate box when achieved or not achieved, leave blank if not addressed. The associated competency is below and can be assessed over the page Progression Criteria * Achieved * Not Achieved Evidence reviewed by mentor P18 Acts in a way that values the roles and responsibilities of others in the team and interacts appropriately Student documentation of evidence for review Associated Competency: D4 All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation. 49

50 PROGRESSION CRITERIA ASSESSMENT GUIDANCE Potential evidence for triangulation with observed student performance Team Assessment of Performance in Practice (TAPP) FORMATIVE ASSESSMENT OF COMPETENCY Please sign and date the appropriate box, COMPETENCY: D4 All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation. Level of practice Level of support Signature & Date: 1.4 Shows respect for others ESSENTIAL SKILLS 6.5 Effectively communicates people s stated needs and wishes to other professionals 11.2 Shares information with colleagues and seeks advice from appropriate sources where there is a concern or uncertainty. Accomplished Skilled Supported and often exceeds expectations Needs occasional direct Assisted Needs regular direct Dependent Needs constant direct Evidence Reviewed: 50

PRACTICE ASSESSMENT DOCUMENT

PRACTICE ASSESSMENT DOCUMENT BSc (Hons) Nursing Studies / Registered Nurse All Fields PRACTICE ASSESSMENT DOCUMENT Student Name: Personal Tutor (PT): PT Tel No: PT Email: Submission Date: PT Group Number: Base Trust: Practice Placement

More information

Practice Assessment Document. 2 Practice Placement Facilitator:

Practice Assessment Document. 2 Practice Placement Facilitator: BSc in Nursing Studies / Registered Nurse Field: Adult Practice Assessment Document Cohort: Student Name: Guidance Tutor (GT): GT Tel No: Submission Dates Placement 1: 09/01/17 Placement 2: 08/05/17 Placement

More information

Skills Passport. Keep this Skills Passport in your Personal & Professional Development File (PPDF)

Skills Passport. Keep this Skills Passport in your Personal & Professional Development File (PPDF) Skills Passport - NURSING BSc (Hons) / M Nurs in Nursing Studies / Registered Nurse Skills Passport Student s Name: Cohort: Guidance Tutor Group: Keep this Skills Passport in your Personal & Professional

More information

BSc (Hons) Adult Nursing. Practice Assessment Document: Year 1

BSc (Hons) Adult Nursing. Practice Assessment Document: Year 1 UNIVERSITY CAMPUS SUFFOLK School of Nursing and Midwifery Division of Nursing BSc (Hons) Adult Nursing Practice Assessment Document: Year 1 Student Name: Programme: Cohort: School of Nursing and Midwifery

More information

BSc (Hons) Adult Nursing. Practice Assessment Document: Year 3

BSc (Hons) Adult Nursing. Practice Assessment Document: Year 3 UNIVERSITY CAMPUS SUFFOLK Faculty of Health and Science Department of Nursing Studies BSc (Hons) Adult Nursing Practice Assessment Document: Year 3 Student Name: Programme: Cohort: Faculty of Health and

More information

Standards for pre-registration nursing education

Standards for pre-registration nursing education Standards for pre-registration nursing education Contents Standards for pre-registration nursing education... 1 Contents... 2 Section 1: Introduction... 4 Background and context... 4 Standards for competence...

More information

Undergraduate Diploma/ BSc (Hons) in Nursing

Undergraduate Diploma/ BSc (Hons) in Nursing The School of Nursing, Physiotherapy and Midwifery Undergraduate Diploma/ BSc (Hons) in Nursing Assessment of Practice Record Achievement of s for Entry to Branch Common Foundation Programme Semester One

More information

BSc (Hons) Nursing Dip HE Nursing

BSc (Hons) Nursing Dip HE Nursing BSc (Hons) Nursing Dip HE Nursing Nursing Adults in the Community Setting NRMW 2201 Continuous Assessment of Practice (CAP) School of Nursing & Midwifery Faculty of Health and Life Sciences Student Name:

More information

Assessment of Outcomes and Standards of Proficiency

Assessment of Outcomes and Standards of Proficiency Assessment of s and Introduction The assessment strategy within all nursing courses is intended to extend students personal development and professional learning and to serve as a means of recording their

More information

BSc (Hons) Nursing Programme. Ongoing Achievement Record. Exemplar (For Cohort 0911 onwards)

BSc (Hons) Nursing Programme. Ongoing Achievement Record. Exemplar (For Cohort 0911 onwards) BSc (Hons) Nursing Programme Ongoing Achievement Record Exemplar (For Cohort 0911 onwards) Name of Student: Cohort No: Student Number: 1 Contents Section Page Introduction to the Exemplar 3 One: Examples

More information

PRACTICE ASSESSMENT DOCUMENT ADULT NURSING PART 2

PRACTICE ASSESSMENT DOCUMENT ADULT NURSING PART 2 Name. Number. Cohort... Personal Tutor PRACTICE ASSESSMENT DOCUMENT ADULT NURSING PART 2 BSc (Hons) Please keep your Practice Assessment Document with you at all times in practice in order to review your

More information

PRACTICE ASSESSMENT DOCUMENT FOR PRE-REGISTRATION NURSING STAGE THREE

PRACTICE ASSESSMENT DOCUMENT FOR PRE-REGISTRATION NURSING STAGE THREE PRACTICE ASSESSMENT DOCUMENT FOR PRE-REGISTRATION NURSING STAGE THREE Student Name... Student ID Number.. Cohort/Intake/Year... Name of Programme Identify University This University document forms part

More information

Psychiatric Nurse. Competency Assessment Document (CAD) for the Undergraduate Nursing Student. Year One. (Pilot Document, 2017)

Psychiatric Nurse. Competency Assessment Document (CAD) for the Undergraduate Nursing Student. Year One. (Pilot Document, 2017) Psychiatric Nurse Competency Assessment Document (CAD) for the Undergraduate Nursing Student Year One (Pilot Document, 2017) WELCOME TO YOUR COMPETENCY ASSESSMENT DOCUMENT This guide has been developed

More information

PRACTICE SKILLS INVENTORY 6001NBSCAD

PRACTICE SKILLS INVENTORY 6001NBSCAD Personal Tutor Details: : Email: Telephone Number: Faculty of Education, Health & Community BSc (HONS) NURSING Adult Year Three PRACTICE SKILLS INVENTORY 6001NBSCAD Month Year COHORT Student _ Student

More information

The Code. Professional standards of practice and behaviour for nurses and midwives

The Code. Professional standards of practice and behaviour for nurses and midwives The Code Professional standards of practice and behaviour for nurses and midwives Introduction The Code contains the professional standards that registered nurses and midwives must uphold. UK nurses and

More information

PRACTICE ASSESSMENT DOCUMENT

PRACTICE ASSESSMENT DOCUMENT Name Number.. Cohort... Personal Tutor PRACTICE ASSESSMENT DOCUMENT ADULT NURSING PART 2 BSc Please keep your Practice Assessment Document with you at all times in practice in order to review your progress

More information

The School Of Nursing And Midwifery.

The School Of Nursing And Midwifery. The School Of Nursing And Midwifery. Pre Registration Postgraduate Diploma n Nursing (Adult) ASSESSMENT OF PRACTICE RECORD PART 2: NURT77 Unit 3: SNM619 Patients with Long-Term and Complex Needs PLEASE

More information

A Guide for Mentors and Students

A Guide for Mentors and Students A Guide for Mentors and Students 1 PLPAD Mentor Guidance 15.08.15 An Overview of the Practice Assessment Document A new Practice Assessment Document (PAD) was introduced by all the 9 universities that

More information

A Guide for Mentors and Students

A Guide for Mentors and Students A Guide for Mentors and Students An Overview of the Practice Assessment Document A new Practice Assessment Document (PAD) was introduced by all the 9 universities that have London commissions in 2014.

More information

6Cs in social care - mapped to the Care Certificate

6Cs in social care - mapped to the Care Certificate - mapped to the Certificate Standard Standard Understand your role Standard Your personal development Standard Duty of care Standard Equality and diversity Standard 5 Work in a person centred way Standard

More information

Code of professional conduct

Code of professional conduct & NURSING MIDWIFERY COUNCIL Code of professional conduct Protecting the public through professional standards RF - NMC 317-032-001 & NURSING MIDWIFERY COUNCIL Code of professional conduct Protecting the

More information

COMPETENCIES FOR HEALTHCARE ASSISTANT IN SEXUAL HEALTH (BAND 3)

COMPETENCIES FOR HEALTHCARE ASSISTANT IN SEXUAL HEALTH (BAND 3) COMPETENCIES FOR HEALTHCARE ASSISTANT IN SEXUAL HEALTH (BAND 3) Dimension Level Indicators Areas of application to nursing practice Achieved - Signature and Date 1. Communication Level 2 Communicate with

More information

Standards for competence for registered midwives

Standards for competence for registered midwives Standards for competence for registered midwives The Nursing and Midwifery Council (NMC) is the nursing and midwifery regulator for England, Wales, Scotland and Northern Ireland. We exist to protect the

More information

Standards of Practice for Optometrists and Dispensing Opticians

Standards of Practice for Optometrists and Dispensing Opticians Standards of Practice for Optometrists and Dispensing Opticians effective from April 2016 Standards of Practice for Optometrists and Dispensing Opticians Standards of Practice Our Standards of Practice

More information

The Code of Conduct Professional standards for nurses and midwives

The Code of Conduct Professional standards for nurses and midwives The Code of Conduct Professional standards for nurses and midwives You have a duty of care at all times and people must be able to trust you with their lives and health. To justify that trust, you must

More information

National Competency Standards for the Registered Nurse

National Competency Standards for the Registered Nurse National Competency Standards for the Registered Nurse INTRODUCTION DESCRIPTION OF REGISTERED NURSE DOMAINS NATIONAL COMPETENCY STANDARDS GLOSSARY OF TERMS Introduction The Australian Nursing and Midwifery

More information

H5V0 04 (SCDHSC3122) Support Individuals to Use Medication in Social Care Settings

H5V0 04 (SCDHSC3122) Support Individuals to Use Medication in Social Care Settings H5V0 04 (SCDHSC3122) Support Individuals to Use Medication in Social Care Settings Overview This standard applies to social care workers and identifies the requirements when supporting individuals to use

More information

Qualification Specification HABC Level 3 Certificate in Preparing to Work in Adult Social Care (QCF)

Qualification Specification HABC Level 3 Certificate in Preparing to Work in Adult Social Care (QCF) www.highfieldabc.com Qualification Specification HABC Level 3 Certificate in Preparing to Work in Adult Social Care (QCF) Qualification Number: 600/3827/5 Highfield House Heavens Walk Lakeside Doncaster

More information

Clinical Evaluation Criteria Clinical Nursing II NUR 1242L

Clinical Evaluation Criteria Clinical Nursing II NUR 1242L Clinical Evaluation Criteria Clinical Nursing II NUR 1242L Student Name Semester Year Clinical Instructor(s) Rate the student on a 1-4 scale for each of the following items. 1 - Inadequate. does not meet

More information

Physiotherapist Registration Board

Physiotherapist Registration Board Physiotherapist Registration Board Standards of Proficiency and Practice Placement Criteria Bord Clárchúcháin na bhfisiteiripeoirí Physiotherapist Registration Board Contents Page Background 2 Standards

More information

6Cs in social care. Introduction

6Cs in social care. Introduction Introduction The 6Cs, which underpin the in Practice strategy, were developed as a way of articulating the values which need to underpin the culture and practise of organisations delivering care and support.

More information

Record of Achievement in Practice

Record of Achievement in Practice Record of Achievement in Practice Year 2 MH JES.qxd:Layout 1 15/10/12 10:19 Page 1 School of Health Sciences Name Student No: Programme: Cohort: Pathway: Personal Tutor: Record of Achievement in Practice

More information

Patient Care. PC5 F1. Practice the basic principles of universal precautions in all settings

Patient Care. PC5 F1. Practice the basic principles of universal precautions in all settings Patient Care PC1 F1. Gather basic histories from patients, families, and electronic health record relevant to clinical presentation, patient concerns, and structural factors that impact health PC1 F2.

More information

!!!!!!!!!!!!!!!!!!!!!!!!!!! For Physician Assistant Practitioners in Australia !!!!!!!!!!!!!!!!!! !!! Effective from September 2011 Version 1

!!!!!!!!!!!!!!!!!!!!!!!!!!! For Physician Assistant Practitioners in Australia !!!!!!!!!!!!!!!!!! !!! Effective from September 2011 Version 1 For Physician Assistant Practitioners in Australia Effective from September 2011 Version 1 "ASPA Incorporated 2011 Published by The Australian Society of Physician Assistants Incorporated (ASPA), September

More information

Pearson Edexcel Level 2 Diploma in Clinical Healthcare Support

Pearson Edexcel Level 2 Diploma in Clinical Healthcare Support Pearson Edexcel Level 2 Diploma in Clinical Healthcare Support Specification Competence-based qualifications For first registration January 2011 Issue 5 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC

More information

BIIAB Level 3 Diploma in Health and Social Care (Adults) for England

BIIAB Level 3 Diploma in Health and Social Care (Adults) for England Qualification Handbook BIIAB Level 3 Diploma in Health and Social Care (Adults) for England 601/6879/1 Version 4 Version 4 BIIAB January 2018 www.biiab.org Version and date Change, alteration or Section

More information

CODE OF PROFESSIONAL PRACTICE

CODE OF PROFESSIONAL PRACTICE www.ccwales.org.uk CODE OF PROFESSIONAL PRACTICE for Social Care 1 CODE OF PROFESSIONAL PRACTICE FOR SOCIAL CARE Contact Details Care Council for Wales South Gate House Wood Street Cardiff CF10 1EW Tel:

More information

National competency standards for the registered nurse

National competency standards for the registered nurse National competency standards for the registered nurse Introduction National competency standards for registered nurses were first adopted by the Australian Nursing and Midwifery Council (ANMC) in the

More information

Luton Psychiatric Liaison Service (PLS) Job Description & Person Specification

Luton Psychiatric Liaison Service (PLS) Job Description & Person Specification Luton Psychiatric Liaison Service (PLS) Job Description & Person Specification Job Title: Psychiatric Liaison Nurse Practitioner Grade: Band 6 Hours: Responsible To: Accountable To: Location 37.5 Hours

More information

Code of Professional Practice for Social Care

Code of Professional Practice for Social Care Code of Professional Practice for Social Care 1 Contact details Social Care Wales South Gate House Wood Street Cardiff CF10 1EW Tel: 0300 303 3444 Minicom: 029 2078 0680 E-mail: info@socialcare.wales Website:

More information

Health Care Assistant (HCA) Dermatology

Health Care Assistant (HCA) Dermatology JOB DESCRIPTION Job Title: Job Location: Responsible to: Hours of work: Salary: Health Care Assistant (HCA) Dermatology As per contract Service Manager (Operations) As agreed As per contract PURPOSE OF

More information

SCDHSC0223 Contribute to moving and positioning individuals

SCDHSC0223 Contribute to moving and positioning individuals Overview This standard identifies the requirements when you contribute to moving individuals or assisting them to position themselves. This includes preparing the individual, yourself and the environment

More information

RETURN TO PRACTICE: Nursing

RETURN TO PRACTICE: Nursing University of Hertfordshire School of Health and Social Work RETURN TO PRACTICE: Nursing M ODULE CODE: 6NMH0277 Module Leader: Carolyn Hill THE PRACTICE ASSESSMENT PROFILE SEPTEMBER 2013 JANUARY 2014 ED.

More information

Unit 301 Understand how to provide support when working in end of life care Supporting information

Unit 301 Understand how to provide support when working in end of life care Supporting information Unit 301 Understand how to provide support when working in end of life care Supporting information Guidance This unit must be assessed in accordance with Skills for Care and Development s QCF Assessment

More information

JOB DESCRIPTION. As specified in the job advertisement and the Contract of. Lead Practice Teacher & Clinical Team Leader

JOB DESCRIPTION. As specified in the job advertisement and the Contract of. Lead Practice Teacher & Clinical Team Leader JOB DESCRIPTION JOB TITLE: Student Health Visitor BAND: Agenda for Change Band 5 HOURS AND: DURATION As specified in the job advertisement and the Contract of Employment AGENDA FOR CHANGE (reference No)

More information

THE CODE. Professional standards of conduct, ethics and performance for pharmacists in Northern Ireland. Effective from 1 March 2016

THE CODE. Professional standards of conduct, ethics and performance for pharmacists in Northern Ireland. Effective from 1 March 2016 THE CODE Professional standards of conduct, ethics and performance for pharmacists in Northern Ireland Effective from 1 March 2016 PRINCIPLE 1: ALWAYS PUT THE PATIENT FIRST PRINCIPLE 2: PROVIDE A SAFE

More information

Standard Specification

Standard Specification Lead Adult Care Worker Apprenticeship Standard Level 3 Lead Adult Care Worker Level 3 Standard Specification Smart steps to career success Lead Adult Care Worker Apprenticeship Standard (Level 3) Knowledge

More information

GLASGOW CALEDONIAN UNIVERSITY

GLASGOW CALEDONIAN UNIVERSITY GLASGOW CALEDONIAN UNIVERSITY PROGRAMME SPECIFICATION PRO-FORMA (PSP) 1. GENERAL INFORMATION 1. Programme Title: BSc Nursing Studies: Adult Nursing; Child Nursing; Learning Disability Nursing; Mental Health

More information

The Code Standards of conduct, performance and ethics for nurses and midwives

The Code Standards of conduct, performance and ethics for nurses and midwives The Code Standards of conduct, performance and ethics for nurses and midwives The people in your care must be able to trust you with their health and wellbeing. To justify that trust, you must make the

More information

H5NV 04 (SCDHSC0219) Support Individuals to Manage Continence

H5NV 04 (SCDHSC0219) Support Individuals to Manage Continence H5NV 04 (SCDHSC0219) Support Individuals to Manage Continence Overview This standard identifies the requirements when you support individuals to manage continence. This includes support to maintain continence

More information

Note: 44 NSMHS criteria unmatched

Note: 44 NSMHS criteria unmatched Commonwealth National Standards for Mental Health Services linkage with the: National Safety and Quality Health Service Standards + EQuIP- content of the EQuIPNational* Standards 1 to 15 * Using the information

More information

Argyle House. Countrywide Care Homes (2) Limited. Overall rating for this service. Inspection report. Ratings. Good

Argyle House. Countrywide Care Homes (2) Limited. Overall rating for this service. Inspection report. Ratings. Good Countrywide Care Homes (2) Limited Argyle House Inspection report The Avenue Dallington Northampton Northamptonshire NN5 7AJ Tel: 01604589089 Date of inspection visit: 28 June 2016 29 June 2016 Date of

More information

JOB DESCRIPTION Safe, compassionate, effective care provided to our communities with a transparent, open approach.

JOB DESCRIPTION Safe, compassionate, effective care provided to our communities with a transparent, open approach. JOB DESCRIPTION Safe, compassionate, effective care provided to our communities with a transparent, open approach. JOB TITLE: GRADE: BASE: MANAGED BY: Advanced Neonatal Nurse Practitioner Band 8a Homerton

More information

Support individuals to maintain continence Support individuals to use equipment to manage continence

Support individuals to maintain continence Support individuals to use equipment to manage continence Elements of competence HSC219.1 HSC219.2 Support individuals to maintain continence Support individuals to use equipment to manage continence About this Unit For this Unit you need to support individuals

More information

Code of Ethics for Nurses in India

Code of Ethics for Nurses in India Code of Ethics for Nurses in India 1.The nurse respects the uniqueness of individual in provision of care - Nurse 1.1 Provides care of individuals without consideration of caste, creed, religion, culture,

More information

Substance Misuse Nurse

Substance Misuse Nurse HMP Woodhill, Milton Keynes 1. Main purpose of the role (Salary as advertised) 37.5 hours per week Permanent Westminster Drug Project s (WDP) HMP WOODHILL is an integrated substance misuse service operating

More information

The School Of Nursing And Midwifery. CLINICAL SKILLS PASSPORT

The School Of Nursing And Midwifery. CLINICAL SKILLS PASSPORT The School Of Nursing And Midwifery. BMedSci Nursing (Adult) CLINICAL SKILLS PASSPORT Student Details NAME: COHORT: I understand that this booklet may be reviewed by my mentor, the programme leader, my

More information

First Steps mapping document 3: UK Health Care Support Worker Standards

First Steps mapping document 3: UK Health Care Support Worker Standards First Steps mapping document 3: UK Health Care Support Worker Standards First Steps for HCAs has been developed as a resource for self-directed learning and can be used to support organisational training

More information

Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England

Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England As a Healthcare Support Worker

More information

The Essential. Student and Mentor. Placement guide

The Essential. Student and Mentor. Placement guide The Essential Student and Mentor Placement guide BSc (Hons) Nursing All fields Academic Year 16/17 Contents Section 1 Practice placement information... 4 Placement Support... 4 Information on the student

More information

Standards of conduct, ethics and performance

Standards of conduct, ethics and performance Standards of conduct, ethics and performance September 2010 The General Pharmaceutical Council is the regulator for pharmacists, pharmacy technicians and registered pharmacy premises in England, Scotland

More information

JOB DESCRIPTION FOR THE POST OF Support, Time and Recovery Worker COMMUNITY ADULT MENTAL HEALTH

JOB DESCRIPTION FOR THE POST OF Support, Time and Recovery Worker COMMUNITY ADULT MENTAL HEALTH JOB DESCRIPTION FOR THE POST OF Support, Time and Recovery Worker COMMUNITY ADULT MENTAL HEALTH TITLE: AGENDA FOR CHANGE PAY BAND: DIVISION ACCOUNTABLE TO: REPORTS TO: RESPONSIBLE FOR: Support, Time and

More information

Compassion, Hospitality, Respect, Innovation, Stewardship, Teamwork. Date: February 2015

Compassion, Hospitality, Respect, Innovation, Stewardship, Teamwork. Date: February 2015 POSITION DESCRIPTION Core Mercy Values Compassion, Hospitality, Respect, Innovation, Stewardship, Teamwork Position title: Employee name: Entity/Group: Business Unit/Department: WA Aged Care Mercy Place

More information

Contract of Employment

Contract of Employment JOB DESCRIPTION AND PERSON SPECIFICATION FOR Deputy Sister / Deputy Charge Nurse AGENDA FOR CHANGE BAND Band 6 HOURS AND DURATION As specified in the job advertisement and the Contract of Employment AGENDA

More information

Removal of Annual Declaration and new Triennial Review Form. Originated / Modified By: Professional Development and Education Team

Removal of Annual Declaration and new Triennial Review Form. Originated / Modified By: Professional Development and Education Team Review Circulation Application Ratificatio n Author Minor Amendment Supersedes Title DOCUMENT CONTROL PAGE Title: Mentorship in Nursing and Midwifery Policy Version: 14.1 Reference Number: Supersedes:.14.0

More information

SCDHSC0219 Support individuals to manage continence

SCDHSC0219 Support individuals to manage continence Overview This standard identifies the requirements when you support individuals to manage continence. This includes support to maintain continence and also to use equipment for managing continence. SCDHSC0219

More information

Physiotherapy Assistant Band 3

Physiotherapy Assistant Band 3 Physiotherapy Assistant Band 3 1 JOB DESCRIPTION JOB TITLE: Physiotherapy Assistant BAND: 3 RESPONSIBLE TO: Clinical Lead Physiotherapy and Occupational Therapy KEY RELATIONSHIPS: Internal Line Manager

More information

Scope of Practice for Registered Nurses

Scope of Practice for Registered Nurses Scope of Practice for Registered Nurses Introduction The Health Authority of Abu Dhabi (HAAD) is responsible for regulating the practice of nursing in the Emirate of Abu Dhabi. A system of licensing and

More information

H5NE 04 (SCDHSC0025) Contribute to the Implementation of Care or Support Plan Activities

H5NE 04 (SCDHSC0025) Contribute to the Implementation of Care or Support Plan Activities H5NE 04 (SCDHSC0025) Contribute to the Implementation of Care or Support Plan Activities Overview This standard outlines the requirements when you work with individuals to carry out activities specified

More information

H5RV 04 (SCDHSC0450) Develop Risk Management Plans to Promote Independence in Daily Living

H5RV 04 (SCDHSC0450) Develop Risk Management Plans to Promote Independence in Daily Living H5RV 04 (SCDHSC0450) Develop Risk Management Plans to Promote Independence in Daily Living Overview This standard identifies the requirements when developing risk management plans to promote independence

More information

Educare Skills Training 45 West Street Havant Hampshire PO9 1LA

Educare Skills Training 45 West Street Havant Hampshire PO9 1LA Educare Skills Training 45 West Street Havant Hampshire PO9 1LA 023 92499465 1 Training Prices 4 Welcome to Educare Skills Training 6 Induction 7 Basic Food Hygiene 8 Basic Emergency First Aid 9 Health

More information

SAMPLE. TAFE NSW HLT51612 Diploma of Nursing (Enrolled/Division 2 Nursing) Course Student Information Book. HLT07 Health Training Package V5

SAMPLE. TAFE NSW HLT51612 Diploma of Nursing (Enrolled/Division 2 Nursing) Course Student Information Book. HLT07 Health Training Package V5 HLT07 Health Training Package V5 TAFE NSW HLT51612 Diploma of Nursing (Enrolled/Division 2 Nursing) Course 14393 Student Information Book Version 1 Training and Education Support Industry Skills Unit Meadowbank

More information

SCDHSC0450 Develop risk management plans to promote independence in daily living

SCDHSC0450 Develop risk management plans to promote independence in daily living Develop risk management plans to promote independence in daily living Overview This standard identifies the requirements when developing risk management plans to promote independence in daily living. This

More information

The code: Standards of conduct, performance and ethics for nurses and midwives

The code: Standards of conduct, performance and ethics for nurses and midwives The code: Standards of conduct, performance and ethics for nurses and midwives We are the nursing and midwifery regulator for England, Wales, Scotland, Northern Ireland and the Islands. We exist to safeguard

More information

COUNCIL 24 MAY 2017 FUTURE NURSE STANDARDS AND EDUCATION FRAMEWORK: CONSULTATION

COUNCIL 24 MAY 2017 FUTURE NURSE STANDARDS AND EDUCATION FRAMEWORK: CONSULTATION Item 7 NMC/17/42 24 May 2017 1 COUNCIL 24 MAY 2017 ITEM 7 FUTURE NURSE STANDARDS AND EDUCATION FRAMEWORK: CONSULTATION Page 1 of 1 2 Item 7 NMC/17/42 24 May 2017 3 Council Future nurse standards and education

More information

JOB DESCRIPTION. To undertake clinical procedures on neonates, children and adults.

JOB DESCRIPTION. To undertake clinical procedures on neonates, children and adults. JOB DESCRIPTION JOB TITLE: DIRECTORATE: DEPARTMENT: Cardiac Physiologist Adult Care Pathways Cardiology BAND: Band 5 RESPONSIBLE TO: ACCOUNTABLE TO: Principal Cardiac Physiologist Business Manager for

More information

College of Occupational Therapists of British Columbia

College of Occupational Therapists of British Columbia College of Occupational Therapists of British Columbia Store at Tab #3 of your Registrant Information and Resources Binder Purpose of the Code of Ethics Under the Health Professions Act, the College of

More information

COMPETENCE ASSESSMENT TOOL FOR MIDWIVES

COMPETENCE ASSESSMENT TOOL FOR MIDWIVES Nursing and Midwifery Board of Ireland (NMBI) COMPETENCE ASSESSMENT TOOL FOR MIDWIVES 1 The has been developed for midwives educated and trained outside Ireland who do not qualify for registration under

More information

BSc (HONS) NURSING IN THE HOME/ DISTRICT NURSING

BSc (HONS) NURSING IN THE HOME/ DISTRICT NURSING BSc (HONS) NURSING IN THE HOME/ DISTRICT NURSING PRACTICE TEACHER HANDBOOK OCTOBER 2014 (Hons) Nursing in the Home District Nursing Practice Teacher Handbook.doc 1 CONTENTS 1 INTRODUCTION 1 2 THE PROGRAMME

More information

The code. Standards of conduct, performance and ethics for nurses and midwives

The code. Standards of conduct, performance and ethics for nurses and midwives The code Standards of conduct, performance and ethics for nurses and midwives 1 We are the nursing and midwifery regulator for England, Wales, Scotland, Northern Ireland and the Islands. We exist to safeguard

More information

They are updated regularly as new NICE guidance is published. To view the latest version of this NICE Pathway see:

They are updated regularly as new NICE guidance is published. To view the latest version of this NICE Pathway see: overview bring together everything NICE says on a topic in an interactive flowchart. are interactive and designed to be used online. They are updated regularly as new NICE guidance is published. To view

More information

Mansfield District Hospital. Position Description SPEECH PATHOLOGIST. Page 1 of 9

Mansfield District Hospital. Position Description SPEECH PATHOLOGIST. Page 1 of 9 Mansfield District Hospital Position Description SPEECH PATHOLOGIST Page 1 of 9 Mansfield District Hospital VALUES & EXPECTED BEHAVIOURS The Mansfield District Hospital Values & Expected Behaviours are

More information

JOB DESCRIPTION. Specialist Looked After Children s Nurse

JOB DESCRIPTION. Specialist Looked After Children s Nurse JOB DESCRIPTION Job Title: Division/Department: Responsible to: Accountable to: Looked After Children Nurse Womens & Children Division / ESCAN Specialist Looked After Children s Nurse Specialist Looked

More information

Programme Specification Learning Disability Nursing

Programme Specification Learning Disability Nursing Programme Specification Learning Disability Nursing Teaching Institution London South Bank University Programme Accredited by Nursing Midwifery Council Faculty of Origin Faculty of Health Social Care Year

More information

JOB DESCRIPTION. CHC/Complex Care Administrator. Continuing Healthcare/Complex Care. Operational Lead. Administration CHC/Complex Care

JOB DESCRIPTION. CHC/Complex Care Administrator. Continuing Healthcare/Complex Care. Operational Lead. Administration CHC/Complex Care JOB DESCRIPTION Job Title CHC/Complex Care Administrator Pay Band Band 3 Base Department/ Team Responsible to Accountable to Responsible For 1829 Building, Countess of Chester Health Park, Chester Continuing

More information

Responsive, Flexible & Sensitive Domiciliary Care. Service User Handbook

Responsive, Flexible & Sensitive Domiciliary Care. Service User Handbook Responsive, Flexible & Sensitive Domiciliary Care. Service User Handbook PRACTICAL CARE BACKGROUND Practical care is a domiciliary care agency established by C.C.C. LTD (Caring, Catering, Cleaning) to

More information

SFHCHS11 - SQA Code HD2H 04 Undertake personal hygiene for individuals unable to care for themselves

SFHCHS11 - SQA Code HD2H 04 Undertake personal hygiene for individuals unable to care for themselves Undertake personal hygiene for individuals unable to care for Overview This standard covers undertaking personal hygiene for those individuals who are unable to care for. This includes care of the skin,

More information

PROGRAMME SPECIFICATION BSc (Hons) Nursing

PROGRAMME SPECIFICATION BSc (Hons) Nursing PROGRAMME SPECIFICATION BSc (Hons) Nursing 1 AWARDING INSTITUTION/BODY: University of Worcester 2 TEACHING INSTITUTION: University of Worcester 3 PROGRAMME ACCREDITED BY: Nursing and Midwifery Council

More information

H5TV 04 (SCDHSC3112) Support Individuals to Manage Their Own Health and Social Well-being

H5TV 04 (SCDHSC3112) Support Individuals to Manage Their Own Health and Social Well-being H5TV 04 (SCDHSC3112) Support Individuals to Manage Their Own Health and Social Well-being Overview This standard identifies the requirements when working with individuals to design personalised options

More information

Sheffield. Juventa 4 Care Ltd. Overall rating for this service. Inspection report. Ratings. Good

Sheffield. Juventa 4 Care Ltd. Overall rating for this service. Inspection report. Ratings. Good Juventa 4 Care Ltd Sheffield Inspection report 26 Halsall Drive Sheffield South Yorkshire S9 4JD Tel: 07908635025 Date of inspection visit: 15 September 2017 18 September 2017 Date of publication: 11 October

More information

JOB DESCRIPTION. Day Unit St Rocco s Hospice Warrington. Orford Jubilee Neighbourhood Hub. Clinical Lead St Rocco s Hospice

JOB DESCRIPTION. Day Unit St Rocco s Hospice Warrington. Orford Jubilee Neighbourhood Hub. Clinical Lead St Rocco s Hospice JOB DESCRIPTION JOB TITLE Macmillan Cancer Information and Support Manager PAY BAND Band 7 DIRECTORATE / DIVISION BASE ACCOUNTABLE TO RESPONSIBLE FOR Day Unit St Rocco s Hospice Warrington Orford Jubilee

More information

Social care guideline Published: 14 March 2014 nice.org.uk/guidance/sc1

Social care guideline Published: 14 March 2014 nice.org.uk/guidance/sc1 Managing medicines in care homes Social care guideline Published: 14 March 2014 nice.org.uk/guidance/sc1 NICE 2018. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and-conditions#notice-ofrights).

More information

ASSOCIATE AMBULANCE PRACTITIONERS

ASSOCIATE AMBULANCE PRACTITIONERS Level 4 Diploma for ASSOCIATE AMBULANCE PRACTITIONERS Qualification Specification Qualification Recognition Number: 601/7496/1 Qualification Reference: L4DAAP Why this document is being revised This document

More information

NHS GP practices and GP out-of-hours services

NHS GP practices and GP out-of-hours services How CQC regulates: NHS GP practices and GP out-of-hours services Appendices to the provider handbook March 2015 Contents Appendix A: Population group definitions... 3 Older people... 3 People with long-term

More information

Fundamentals of Care. Do you receive care Do you know what to expect? Do you provide care? Quality of care for adults

Fundamentals of Care. Do you receive care Do you know what to expect? Do you provide care? Quality of care for adults Fundamentals of Care Do you receive care Do you know what to expect? Do you provide care? Quality of care for adults Foreword by Jane Hutt, Minister for Health and Social Services The twelve aspects of

More information

JOB DESCRIPTION Physiotherapist

JOB DESCRIPTION Physiotherapist JOB DESCRIPTION Physiotherapist Job Title: Physiotherapist Specialist Department/Ward: As designated Location: As designated Accountable to: Physiotherapy Clinical Lead Responsible to: Main Purpose of

More information

Toolbox Talks. Access

Toolbox Talks. Access Access The detail of what the Healthcare Charter says in relation to what service users can expect and what they can do to help in relation to this theme is outlined overleaf. 1. How do you ensure that

More information

Competencies for enrolled nurses

Competencies for enrolled nurses 1 Competencies for enrolled nurses Te whakarite i ngā mahi tapuhi kia tiakina ai te haumaru ā-iwi Regulating nursing practice to protect public safety April 2012 2 Competencies for the enrolled nurse scope

More information

JOB DESCRIPTION. Deputy Director of Nursing - Tissue Viability. Director of Nursing. Tissue Viability Support Tissue Viability Nurse

JOB DESCRIPTION. Deputy Director of Nursing - Tissue Viability. Director of Nursing. Tissue Viability Support Tissue Viability Nurse JOB DESCRIPTION Job Title: Reporting to (title): Tissue Viability Nurse Specialist Deputy Director of Nursing - Tissue Viability Professionally Accountable to (title): Responsible for Supervising (if appropriate):

More information

PRACTICE LEARNING HANDBOOK FOR THE BSc (Hons) Nursing (Child)PROGRAMME

PRACTICE LEARNING HANDBOOK FOR THE BSc (Hons) Nursing (Child)PROGRAMME Faculty of Health and Wellbeing PRACTICE LEARNING HANDBOOK FOR THE BSc (Hons) Nursing (Child)PROGRAMME 2017 Reapproval 1 Contents Page no. 1.0 Introduction to the placement handbook 4 2.0 Introduction

More information